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ERIC Number: ED181790
Record Type: RIE
Publication Date: 1976-Mar
Reference Count: 0
Measuring Institutional Performance at the State Level.
Bogue, E. G.
The Performance Funding Project of the State of Tennessee is discussed. The Project was instituted to explore the question of whether it is desirable and possible to allocate some portion of state funds to community colleges and universities on a performance effectiveness criterion rather than the current credit hour and enrollment criteria. Major funds would continue to be allocated on an enrollment basis. The purposes of the Project are as follows: (1) to explore ways in which the state appropriations and funding processes might promote improvements in instructional effectiveness; and (2) to examine ways in which the state appropriations and funding processes might promote institutional diversity and reinforce the unique strengths of each campus. Implementation of the Project involves the following processes: identification of statewide goals, development of institutional goals and objectives, design of institutional performance indicators, acquisition of data on performance, and selection of formula funding policies. A three-phase implementation plan that spans a three-year period is described. It is suggested that careful and prudent application of this model should insure the fundamental goals of higher education: the conservation, advancement, and application of knowledge, and the growth of students. A discussion of policy intent and impact in light of the characteristics of this funding model are included. (SF)
Descriptors: Accountability, Community Colleges, Educational Economics, Educational Finance, Enrollment Rate, Evaluation Criteria, Financial Support, Higher Education, Institutional Evaluation, Measurement Techniques, Models, Performance Criteria, State Aid, State Standards, State Universities, Statewide Planning, Tax Allocation
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Conference of the American Association for Higher Education (31st, Chicago, IL, March 1976)